2015 개정 초중등 영어교과서 분석을 통한 음성언어 교육의 연계성 탐색
A Continuity Analysis of Elementary and Secondary Spoken English Education through 2015 Curricula-based Textbook Examinations
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The purpose of this study was to analyze the continuity and sequence of elementary and secondary spoken English education. Three different English textbooks and teacher’s guides of 6th and 7th grade were examined with 10 relevant categories. In order to analyze the textbooks more accurately, the 6th and 7th grade textbooks with the same topic were paired for comparison. Results of data analysis showed that there is a sound continuity and sequence between elementary and secondary English textbooks for listening and speaking. Specifically, continuity was secured in that some of the communication functions, words, expressions, activities and procedures were repeated in the 7th grade. Also, new learning items added in the 7th grade textbook ensures sequence from the 6th grade. However, not enough continuity and sequence were found in some categories such as presentation of language structures, integration of oral and written language skills, and evaluation. The results imply that adopting more explicit teaching of grammar rules and enhancing integration of language skills in the 6th grade as well as increasing performance evaluation in the 7th grade can help improve continuity and sequence in spoken English education of the two grade levels.
Abstract
The purpose of this study was to analyze the continuity and sequence of elementary and secondary spoken English education. Three different English textbooks and teacher’s guides of 6th and 7th grade were examined with 10 relevant categories. In order to analyze the textbooks more accurately, the 6th and 7th grade textbooks with the same topic were paired for comparison. Results of data analysis showed that there is a sound continuity and sequence between elementary and secondary English textbooks for listening and speaking. Specifically, continuity was secured in that some of the communication functions, words, expressions, activities and procedures were repeated in the 7th grade. Also, new learning items added in the 7th grade textbook ensures sequence from the 6th grade. However, not enough continuity and sequence were found in some categories such as presentation of language structures, integration of oral and written language skills, and evaluation. The results imply that adopting more explicit teaching of grammar rules and enhancing integration of language skills in the 6th grade as well as increasing performance evaluation in the 7th grade can help improve continuity and sequence in spoken English education of the two grade levels.
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